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					ID 594 Readings in Interior Design S Y L L A B U S Spring 2007 Exploration of current topics through readings in interior design

Interior Design Interdisciplinary Design Institute Washington State University

Professor Janetta Mitchell McCoy, Ph.D. Janettamccoy@wsu.edu

Phone: 538-7508 Office: 235 SCFS Office Hours: Wednesday 10:00 – 12:00pm

Introduction

ID 594 emphasizes advanced reading in interior design for students planning to do graduate level research. It is a graduate level course providing an overview of seminal and current research relevant to interior design. Required for Interior Design majors, this course is intended to enhance the students’ understanding of and opportunities in interior design research. This course will provide multiple opportunities for learning about and evaluating interior design literature and research relevant to identifying their own research topics. This course is intended to broaden the student’s understanding and definition of successful design, including the roles of:  the physical environment in human health and well being, including both the built and natural environment  individual differences in response to the physical environment  culture and society (diversity) in response to the physical environment  perception and cognition in evaluating quality of the physical environment Upon the successful completion of the course, students should:  Recognize their own biases and limitations in regard to the physical design of the interior environment  Distinguish between cognition and perception as interaction with the physical environment  Have an awareness of:  Methods of data collection and organization relevant to graduate research in interior design  Methods of analyzing and prioritizing data relevant to the study of interior design  Have an understanding of creative problem solving processes that deal with human physical, physiological, psychological, sociological, and intellectual responses to elements of the interior built environment.  Have an understanding of opportunities for new research in graduate studies in interior design

Mission

Objectives

Resources

Some readings will be distributed in class, others will be made available on the IDI website. The majority of the readings are available on Blackboard. This course is organized into five major sections; each section represents a unique human setting: the Home Environment, Education Environment; Work Environment, Healthcare Environment, and Natural Environment. In this course we will investigate each setting and explore the research literature relevant to the design of that environment. On a weekly basis students will read an assigned chapter from the textbook (Zeisel, 2005) and one relevant research article to be found on the ID 594 blackboard. In addition, each week students will find and summarize (200 - 250

Structure

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words) an additional research article relevant to the topic of the week. A copy of the article and a one page written summary will be submitted for a grade. During the semester students will research a topic of their own choosing, exploring potential thesis topics. Students must meet with the professor to discuss and get approval for the topic of this study. This exploration will result in a comprehensive review of the literature identifying gaps and potential research studies. Students will develop an annotated bibliography of all readings for the class and their independent study. A final proposal and presentation will be developed as a preliminary study to future thesis or dissertation research. Evaluation Students will be given a combination of verbal and written critiques on submitted assignments. Each assignment will be evaluated using a point system specified below and reiterated in each project description. The final semester grade will consist of a total of the percentage points. This percentage will be applied to the following scale. A= A-= B+ = B= B-= C+ = C= D= F= 100% - 95% 94 – 91 90 89% - 85% 84 – 81 80 79% - 70% 69% - 60% 59% or less

Students are encouraged and expected to maintain an interest in going beyond standard solutions that are readily found in periodicals and texts. A high level of craftsmanship and creative thinking are expected in assignments. The following criteria will be applied in evaluating your participation and achievement. A - Excellent. Writing and thinking illustrates that the student has gone far beyond the expected in research, design approach, craftsmanship, graphic and verbal presentation. Writing reveals a strong ability to integrate information into a soundly conceived and substantially original work, drawing heavily upon material presented in class and upon personal research. B - Superior. Student has gone beyond the expected in research, design approach, craftsmanship, graphic and verbal presentation. Writing displays some originality and command drawing somewhat on class information and personal research. C - Satisfactory achievement. Exhibits either a good understanding that is weak in abstract interpretation, or a good interpretation that is weak in understanding. Writing fulfills only the minimal requirements. Thinking reveals little or no personal research or application of material presented in class. All assignments are complete.

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D - Marginal. Completed assignments illustrate some understanding that is factually weak with limited perception and originality. One or more components of the assignments are incomplete. E - Unsatisfactory. Writing illustrates an unacceptable level of knowledge and understanding; weakly conceived and poorly produced. Assignments do not include all the required components. Assignments Summaries of 9 additional readings Nine summaries (200 - 250 words) additional readings see schedule Investigative research paper st 1 draft, one page nd 2 draft, 3- 5 pages rd 3 draft, 10-12 pages Final, 22-25 pages plus references Date Due % Grade

20%

2-15-07 3-06-07 3-30-07 4-27-07

5% 5% 10% 20% 20%

Presentation of research on your topic of choice 4-27-07 20 minute review of your topic of choice and how further research on it might provide meaningful insight to the field and practitioners of interior design Annotated bibliography of all readings used in this course 5-4-07 Provide the citation and a 200 word description of the article or chapter or book

10%

Participation in class discussion ongoing 10% Every week, find some way to add meaningful content to the discussion Policies Assignments You are expected to complete all assignments at the scheduled times. Late assignments are not accepted. Examples: If an assignment is due at the beginning of class and you hand it to me at the end of class, you will receive no credit for that assignment. If an assignment is due on Monday evening and you hand it to me on Tuesday morning, you will receive no grade for that assignment. No make up work or make-up exams will be given. Attendance: Every day of class is important! Absences may be excused only in case of emergency and only when a student notifies the instructor on a timely basis with the production of a signed medical excuse or a written notification of a family emergency. Assignments not completed because of the above reasons only will be accepted in the next class meeting with no deduction of points unless participants in the class abuse this privilege. If a student misses a class, it is the student’s responsibility to speak to the instructor or classmates about the work missed. Classroom Culture: Your instructor expects you to: Organize your time and work schedules. Prepare well for assignments. Be courteous and attentive to your fellow Spring 2007

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classmates at all times. Be prepared for spontaneous discussions and changes in the program. Participate and share your research experience with classmates. If a student is not prepared, not working on the assignment, or has not brought appropriate tools to class, the student will be considered absent therefore no credit may be earned for any assignment during class that day. Cell phones are not permitted at any time. If you receive, take, or make a phone call that has not been pre-approved by the instructor, you will be asked to leave the class and marked absent for the day therefore no credit may be earned for any assignment in class on that day. All cell phones are to be turned off during class. Students are expected to be on time and not to be a distraction to their colleagues or to the professor. Disruptive behavior or dishonesty will NOT be tolerated. WSU Standards of Conduct will be followed in this classroom. For further clarification about WSU policy on student code of conduct, please visit the Office of Student Conduct at http://www.conduct.wsu.edu/ I believe the information contained in the class is important to your education. I will do the best we can to provide a valuable learning experience. I will be prompt and respect your time and space. I will encourage relevant happenings inside and outside class. I will represent the profession from a position of experience and advanced education. I will challenge you and expect you to achieve your personal best!

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Spring 2007 Schedule
week 1 2 date January 12 January 19 Home Environments Topic Readings No class, Charrette Moore, J. (2000). Placing Home in Context. Journal of Environmental Psychology, 20, 207-217. Zeisel, chapter 1 Readings Wilson, M., & Mackenzie, N. (2000). Social Attributions based on domestic interiors. Journal of Environmental Psychology, 20, 343-354 Zeisel, Chapter 2 Guerin, D., & Thompson, J. (2004). st Interior Design Education in the 21 Century: An Educational transformation. Journal of Interior Design, 30(1), 1-12. Zeisel, Chapters 3 & 4 Demirbas, O., & Demirkan, H. (2003, September). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456. Zeisel, Chapter 5 6 February 16 No class Chicago Field Trip 7 February 23 Work Environments Kupritz, V. (1998). Privacy in the workplace: the impact of building design. Journal of Environmental Psychology, 18; 341-356. Zeisel, Chapter 8 Stone, N. (2003). Environmental view and color for a simulated telemarketing task. Journal of Environmental Psychology, 23; 63-78. Zeisel, Chapter 9 February 15: Phase I of research paper 1 page (200 - 250 words)summary of other relevant article Assignments Due

3

January 26 Guest: librarian, Kathy Schwanz, 10:30 in library

Home Environments

1 page (200 - 250 words)summary of other relevant article

4

February 2

Educational Environments

1 page (200 - 250 words)summary of other relevant article

5

February 9

Educational Environments

1 page (200 - 250 words)summary of other relevant article

8

March 3

Work Environments

1 page (200 - 250 words)summary of other relevant article

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9

March 9 No class IDEC Conference

March 6, Phase II of research paper

10

March 16 Spring break March 23 Healthcare Environments

Spring Break

11

Devlin, A., & Arneill, A. (2003). Healthcare environments and patient outcomes: A review of the literature. Environment and Behavior, 35(5), 665694. Zeisel, chapters 10 & 11 Evans, G., & McCoy, J. (1998). When buildings don’t work: the role of architecture in human health. Journal of Environmental Psychology, 18; 85-94. Zeisel, Chapter 12 Hartig, T.; Kaiser, F., & Bowler, P. (2001). Psychological Restoration in nature as a positive motivation for ecological behavior. Environment and Behavior, 22(4), 590607. Zeisel, Chapter 13 Herzog, T, Chen, H., & Primeau, J. (2002). Perception of the restorative potential of natural and other settings. Journal of Environmental Psychology, 22; 295-306. handout for reading: Benedikt, M. (2002). Environmental Stoicism and Place Machismo. Harvard Design Magazine, 16, 1-8. Last Day of Instruction Final Proposal and Presentation

1 page (200 - 250 words)summary of other relevant article

12

March 30

Healthcare Environments

March 30 Phase III of research paper

13

April 6

Natural Environments

1 page (200 - 250 words)summary of other relevant article

14

April 13

Natural Environments

1 page (200 - 250 words)summary of other relevant article

15

April 20

Other categories we could have considered.

1 page (200 - 250 words)summary of other relevant article April 27 Phase IV of research paper annotated bibliography

16

April 27 May 4

Some Suggested Readings: Ahrentzen, S. & Anthony, K. (1993). Sex, stars, and studios: A look at gendered educational practices in architecture. Journal of Architectural Education 47 (1), 11 -29. Ahrentzen, S. (1999). Choice in Housing. Harvard Design Magazine, 8, Summer. Anthony, K. (1997). Bitter homes and gardens: The meanings of home to families of divorce. Journal of Architectural and Planning Research, 14, 1 – 19. Basa, I., & Senyapili, B. (2005, May). The (in)secure position of the design jury towards computer generated presentations. Design Studies, 26(3), 257-270. Retrieved June 27, 2005, from Elsevier Ltd. Clark, C. & Uzzel, D. (2002). The affordances of the home, neighbourhood, school and town centre for adolescents. Journal of Environmental Psychology, 22, 95- 108.

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Demirbas, O. O., & Demirkan, H. (2003, September). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456. Retrieved June 27, 2005, from Elsevier Ltd. Doyal, L. (1990). Hazards of hearth and home. Women’s Studies International Forum, 13:5, pp. 501517. Ham-Rowbottom, K., Gifford, R., & Shat, K. (1999). Defensible space theory and the police: assessing the vulnerability of residences to burglary. Journal of Environmental Psychology, 19, 117-129. Korosec-Serfaty, Perla. (1984). The home from attic to cellar. Journal of Environmental Psychology, 4, 303-321. Martin, S. H. (2002). The Classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22, 139-156. Maxwell, L., & Evans, G. (2000). The effects of noise on pre-school children’s pre-reading skills. Journal of Environmental Psychology, 20, 91-97. Twigger-Ross, C., & Uzzell, D. (1996). Place and Identity Processes. Journal of Environmental Psychology, 16, 205-220.

Additional recommended readings will be posted on Blackboard.

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